At Lindley Junior School, our art curriculum – supported by the AccessArt – is designed to be broad, rich, contemporary and diverse. Our aim is that every pupil leaves having discovered an area of the visual arts that feels relevant and engaging to them. For some, this might be drawing, making or designing; for others, it may be through discussing and reflecting on art. We provide a wide variety of opportunities so that every pupil has the chance to find what truly resonates with them. This means exploring different disciplines, techniques, materials and approaches within a curriculum which provides a balanced, progressive and inspiring journey for all.

On one day pupils may be developing their observational drawing skills, on another they are creating imaginative large-scale pieces, and on another occasion, they may be considering how the context in which art is presented can influence its meaning. This variety makes learning rich, relevant and memorable. By the time they leave Lindley Junior School, we want our pupils to be able to answer the question “What does being creative mean to you?” with confidence, self-awareness and pride. We have thought carefully about the purpose of teaching art – both within school and beyond – and recognise the essential role that creativity plays in all our lives. It is important that our pupils see art not as an ‘extra’, but as something meaningful, powerful and valued by society. Through combining technical skills with contextual and conceptual understanding, our curriculum ensures that every pupil feels entitled to embrace their own creativity as something important, and as a contribution they can make to the world. Our curriculum provides a flexible, progressive and enriching experience, helping our pupils grow into confident, creative individuals.

Art Lessons
Art lessons at Lindley Junior School are designed to be rich, exploratory and inclusive, providing all pupils with meaningful opportunities to engage with the creative process. Our lessons balance skill development with imagination, ensuring that pupils experience art as both a discipline and a form of personal expression. Lessons are structured to allow pupils to generate ideas, make, and reflect, with each element given equal value. A typical sequence may begin with an introduction to an artist, concept or stimulus, followed by opportunities to explore materials and techniques. Pupils are then supported to develop their own responses, making creative decisions and working with increasing independence. Rather than focusing solely on final outcomes, we place importance on the creative journey. Pupils are encouraged to experiment, take risks and revisit ideas, understanding that this process is central to artistic development. Sketchbooks play a vital role within lessons, acting as a space for thinking, testing, recording and reflecting. Over time, pupils develop confidence in using their sketchbooks as a personal and meaningful tool. Within lessons, pupils might: practise and refine specific skills, such as observational drawing or colour mixing explore materials in open-ended and investigative ways respond to artists, themes or big ideas through their own creative work engage in discussion, sharing their thoughts and responding to the work of others. Teachers support pupils through careful modelling, questioning and dialogue, helping them to articulate their ideas and extend their thinking. This responsive approach allows learning to remain flexible, while ensuring that all pupils are both supported and challenged. Each lesson contributes to a wider journey, where pupils revisit and build upon prior experiences. This ensures that learning is not isolated, but connected and cumulative, enabling pupils to develop greater confidence, control and individuality over time. Through this approach, art lessons become a space where all pupils feel empowered to explore their creativity, develop their voice, and recognise the value of their ideas.

Assessment in Art
Assessment in art at Lindley Junior School is ongoing, holistic and rooted in dialogue. We recognise that creativity cannot always be measured through traditional methods. Instead, assessment is seen as a process of nurturing growth, supporting pupils to develop their ideas, skills and confidence. Teachers assess pupils through: observation of the creative process during lessons discussion and questioning to understand pupils’ thinking review of sketchbooks to see development over time reflection on finished outcomes alongside the journey taken. This may involve simple but meaningful questions such as: “Tell me about what you are making.” “What might you do next?” “What have you discovered?” These conversations allow teachers to adapt teaching, provide timely feedback and support pupils in moving their learning forward. We understand that progression in art is not always linear, but more like a spiral, where pupils revisit and build upon prior experiences. This approach ensures that all pupils, regardless of starting point, are able to grow as creative individuals. Through this thoughtful implementation and reflective approach to assessment, we ensure that every child experiences a rich, inclusive and ambitious art education—one that values both the creative journey and the outcomes it produces.